On closer inspection, however, these two bodies of evidence actually complement each other. Some tasks, like those concerning basic knowledge or skills, are better suited to direct instruction. It may be better to provide explicit instruction on how to operate a 3-D printer, for example, than to have students figure out the directions on their own. We should tell student makers exactly how to perform straightforward tasks, so that they can devote cognitive resources to more complex operations. Meanwhile, tasks that themselves demand deeper conceptual understanding are likely to benefit from a productive-failure approach. In such cases, we should organize makers into groups and ask them to generate multiple solutions
1More
What Differentiated Instruction Is--And Is Not: The Definition Of Differentiated Instru... - 0 views
1More
A Principal's Reflections: Improving Instruction in a Digital World - 2 views
1More
Halloween Wars: An Interdisciplinary Lesson with a STEM, STEAM, Maker Education Focus |... - 0 views
1More
The 10 Most Important Emerging Instructional and Education Technologies and Concepts - 0 views
1More
Moving at the Speed of Creativity | 1st Day of STEM Makers Studio: Success! - 4 views
1More
Explicit Teaching in Problem-based Mathematics - The Learning Exchange - 1 views
1More